In the early 2000s, there was an intentional focus across the K12 spectrum on helping students develop 21st Century Skills. These skills–dubbed the “4 Cs” by the Partnership for 21st Century Skills–included communication, collaboration, critical thinking, and creativity. There was a common agreement among business leaders, policy makers, district leaders, and educators that in order for students to be successful in the global economy they would meet after graduation, they needed to be competent not only in core academic areas, but also in these less tangible but equally important proficiencies. In response, educators and school leaders undertook efforts to embed opportunities for students to develop and practice these skills within coursework and extracurricular opportunities as a core piece of career-readiness.

Over the past decade, there has been a dramatic expansion of Career and Technical Education (CTE) programs. This has included hands-on career-centered learning experiences and pathways for students that connect them with professional-grade learning opportunities previously only available to students in college or specialized post secondary training programs. Across the nation, schools and districts have seen high school apprenticeship, internship, other work-based learning programs (WBL), and industry certification opportunities rapidly grow to become available to a broad cross-section of students. With these incredible opportunities, students are learning specialized, technical knowledge and skills specific to a field or industry. In some ways, the breadth of 21st Century skills learning has transitioned to a focus on depth with this career-specific skill development and knowledge. 

While these technical skills are incredible assets to individual students as well as workforce development efforts, there is still a tremendous need for students to learn and practice the ability to communicate effectively, solve problems, think creatively, collaborate with others, adapt when needed, take the lead, and listen to others. And while job-specific skills are highly valuable to certain students entering certain industries, these durable skills–those essential skills that cross jobs and industries–are important learning for all as they are relevant and transferable across roles, industries, and stages of life. 

Accessible Opportunities for Durable Skills Development

As high schoolers learn more about what they want to do for a career, opportunities to gain durable skills offer time well spent. Use the list below to think about available programs where students can build these durable skills and other ways to expand opportunities across programs and student experiences. 

Project-Based Learning: Learning where students engage in meaningful, experiential learning to investigate questions or work to solve problems can offer some of the best durable skills development. These projects–often group-based–create opportunities for collaboration along with creative and critical thinking.  

Debate: Opportunities for students to participate in debate or public speaking can offer students valuable practice researching, organizing their thoughts, and communicating effectively. Further, students can gain feedback on how their message is received, working to develop their ability to consider their audience and speak articulately in a way that resonates–a skill that will support them in both career and civic endeavors  

STEM: Learning about science, technology, engineering, and mathematics naturally lends itself to the development of durable skills. Participating in a robotics competition encourages teamwork, innovation, problem-solving, and adaptability in ways few other experiences can. Working together on an engineering design to build a bridge or tower that can withstand various forces further stretches students’ abilities to problem solve, think critically, and make iterative improvements throughout the process.    

Journalism: Whether students participate in generating their school’s newspaper or spend time creating the yearbook, efforts to capture stories and moments in both words and pictures require students to work through a process from vision to creation. Through that process, students practice writing, interviewing, designing, organizing, and attending to details, all within prescribed timelines and style guidelines. While the specifics of journalism may not be present in every career, the ability to articulate ideas well and the persistence to carry a project across a finish line are assets that will be useful in almost any role or field. 

Drama: Participating in drama–either on the stage or as part of a technical crew–encourages students to work together in unique and creative ways. While most students will not perform on stage as part of their career, drama works to build confidence, enhance creative expression, and develop strong communication skills–all necessary traits to share ideas with future colleagues and communicate effectively with future customers.  

Career-Based Clubs: Organizations such as DECA, HOSA, SkillsUSA, BPA, FFA, and FCCLA help to connect students to career-based learning opportunities. And as these clubs provide career-specific learning and connection, they also offer students opportunities to practice leadership, marketing, presentation, and interactions with business leaders–all skills that are highly transferable. So even if a student is unsure about their career goals, joining a career-based club or two is worthwhile for the attainment of important durable skills.   

Fundraising: Student organizations often rely on fundraisers to support their work. Letting students lead these efforts can be a great way to build durable skills. From determining what to sell or what service to offer, marketing, identifying and procuring necessary supplies and inventory, staffing volunteers, and ensuring that the endeavor is financially worthwhile, fundraising efforts include all sorts of durable skills development. And the financial literacy that is gained as part of these experiences can support students in careers and in their personal lives.  

Volunteering: Volunteer opportunities are not only a great way for students to give back to their community, they can be very impactful to students’ durable skills development. From learning how to interact with and work alongside others–often from diverse backgrounds and across a range of ages, to developing compassion and empathy for local needs, volunteering can help students to broaden their perspective and find creative ways to share their time and talents to better the world around them. 

Durable Skills Set Students Up for Long-Term Success

Many high school students worry that they have not settled on what they want to major in in college or what professional role they want to have some day. They are not sure if a particular career pathway program is what they hope to do forever. Helping students realize that there is tremendous value beyond the field-specific skill development can help them find purpose in their learning. CTE educators and counselors can help ensure students have ample opportunities for this important practice. They can work with teachers, administrators, and club sponsors to embed explicit teaching and guidance in these practical programs and experiences to nurture growth. And they can make sure students understand the value of building these skills; that being able to collaborate well, adapt as needed, and solve problems in creative ways will set them up for success in nearly any industry or role. 

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